A classroom expands beyond the traditional four walls when students seek information and analyze possible solutions to real-world problems. Karina's fifth grade students spent time examining the playground, discussing who uses the playground, what changes might help reduce vandalism, and ways to include the community in improving the playground. Students collected, organized, and presented data from surveys that they developed.
Covering an entire bulletin board in the classroom are representations of the survey results shown in bar graph and picture graph format. Some students decided that grass needed to be planted to reduce the mud on the playing fields so they measured the playground and used mathematical formulas to determine how much grass seed would be needed. The steps of their formula are posted on the wall, showing the process for determining the amount of grass seed needed.
Real-world problem solving is a philosophy of teaching and learning through which students work together to solve a problem of priority to them and to their community. There is no simple or apparent solution. Real-world problem solving requires input from experts in the field and access to current knowledge. Students no longer look for a quick or short-term answer. The goal of learning shifts to gaining critical information to solve or resolve an important problem or concern. Students acquire this knowledge as they research the problem and develop and test potential solutions. The term "real world" is not meant to delineate learning within or outside the school, but rather to emphasize the essence of student ownership of the problem, solution, and learning, and the connection with the larger community (Nagel, 1996).
In a constructivist classroom, the focus is on the learner and learning. The teacher's role is to invite students to experience the world, ask questions and seek answers, and assist them in understanding the world's complexities (Brooks & Brooks, 1993). The classroom that uses real-world problem solving provides for rich, in-depth learning, with students constructing knowledge as they research possible solutions to a problem. The curriculum supports student learning, with multiple disciplines used without boundaries or artificial divisions. Learning is centered around gathering information, processing this information, developing or selecting the best solution, and sharing the findings and results with others.
Examples of real-world problems might include limited water supply, land usage, the coexistence of animals and humans, or the effect of wildfires on a local community. Each of these real-world problems was studied by a group of students, whose solutions reflected their learning and their desire to contribute to and improve the local community.
Assessment and Real-World Problem Solving
In authentic learning settings, with real-world problem solving, assessment must also be authentic. Authentic assessment occurs most naturally when in context and when assessment addresses genuine concerns and problems of the students (Brooks & Brooks, 1993). It would not make much sense to administer a multiple-choice test as a sole measure of learning at the completion of a real-world problem-solving unit. There are numerous opportunities to check for learning throughout the entire unit.
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Step-by-step explanation:
A classroom expands beyond the traditional four walls when students seek information and analyze possible solutions to real-world problems. Karina's fifth grade students spent time examining the playground, discussing who uses the playground, what changes might help reduce vandalism, and ways to include the community in improving the playground. Students collected, organized, and presented data from surveys that they developed.
Covering an entire bulletin board in the classroom are representations of the survey results shown in bar graph and picture graph format. Some students decided that grass needed to be planted to reduce the mud on the playing fields so they measured the playground and used mathematical formulas to determine how much grass seed would be needed. The steps of their formula are posted on the wall, showing the process for determining the amount of grass seed needed.
Real-world problem solving is a philosophy of teaching and learning through which students work together to solve a problem of priority to them and to their community. There is no simple or apparent solution. Real-world problem solving requires input from experts in the field and access to current knowledge. Students no longer look for a quick or short-term answer. The goal of learning shifts to gaining critical information to solve or resolve an important problem or concern. Students acquire this knowledge as they research the problem and develop and test potential solutions. The term "real world" is not meant to delineate learning within or outside the school, but rather to emphasize the essence of student ownership of the problem, solution, and learning, and the connection with the larger community (Nagel, 1996).
In a constructivist classroom, the focus is on the learner and learning. The teacher's role is to invite students to experience the world, ask questions and seek answers, and assist them in understanding the world's complexities (Brooks & Brooks, 1993). The classroom that uses real-world problem solving provides for rich, in-depth learning, with students constructing knowledge as they research possible solutions to a problem. The curriculum supports student learning, with multiple disciplines used without boundaries or artificial divisions. Learning is centered around gathering information, processing this information, developing or selecting the best solution, and sharing the findings and results with others.
Examples of real-world problems might include limited water supply, land usage, the coexistence of animals and humans, or the effect of wildfires on a local community. Each of these real-world problems was studied by a group of students, whose solutions reflected their learning and their desire to contribute to and improve the local community.
Assessment and Real-World Problem Solving
In authentic learning settings, with real-world problem solving, assessment must also be authentic. Authentic assessment occurs most naturally when in context and when assessment addresses genuine concerns and problems of the students (Brooks & Brooks, 1993). It would not make much sense to administer a multiple-choice test as a sole measure of learning at the completion of a real-world problem-solving unit. There are numerous opportunities to check for learning throughout the entire unit.